Embed Size (px)
Citation preview
Thesis Advisor: Frank Martignetti
THE MUSIC OF BRAZIL
by Joseph Kiernan
Music Education Program
Submitted in partial fulfillment of the requirements for the degree
Master of Science in Elementary Education in the School of Education
University of Bridgeport
2015
© 2015 by Joe Kiernan
Kiernan 1
Table of Contents
Abstract 2 Introduction 2 Essential Questions 4 Student Learning Objectives 4 Assessment Rubric 4 The Roots of Brazilian Music 6 Modern Brazilian Music: A Unique Blend 8 Outline of the Unit 10 Lessons 13
1. Afoxe’ 2. History and culture 3. Folk songs 4. Samba 5. Samba and recorder performance 6. Bossa nova
Multimedia Library 30 References 32
Kiernan 2
Abstract:
This curriculum project allows students to experience and learn about the music of
Brazil, as well as Brazilian culture. The five lessons that compromise the unit are designed for
students in fifth grade. Through singing Brazilian folk songs and playing traditional rhythms,
students will enhance their performance and music reading skills. Through this unit, students
will grow their cultural awareness, singing and movement abilities, and ensemble playing skills.
Musical materials include folk songs from Northern Brazil, and characteristic rhythms of
Southern Brazil, focusing on the Brazilian genres of afoxe’, samba, and bossa nova.
Introduction
This unit is intended to assist teachers in sharing the music and culture of Brazil with
their students. Brazilian music has played a significant role in my own life as a musician, and I
wanted to share it with my students.
In 2002, I moved to Paraguay, which borders Brazil. There I befriended people from
both Latin and South America. As a musician, I had already started performing on a regular
basis with musicians from Paraguay, Argentina, and Brazil. Being a jazz guitarist, I already knew
“bossa nova” (or so I thought). These musicians knew how to play afoxe, choro, Brasilia, samba,
and bossa nova. Through this exposure, and what I learned from my fellow musicians, I became
fascinated with Brazilian music. When I played with them, it wasn’t like listening to a recording
by Jobim (the most internationally-‐known and commercially successful bossa nova recording
artist and composer). Jobim was polished and his music was written for the majority. When
sitting down and jamming with these musicians, I learned first-‐hand what it was like to hear and
Kiernan 3
feel the music that Brazil is known for. It was as deep as any conversation could ever be. I was
not told what to do; I was told to listen and “speak” with my instrument.
When I visited Bahia and Rio de Janeiro, I listened to every bit of music that I could find.
I vividly remember two children playing instruments on the beach with such a command of
syncopated rhythms, as if they were talking to one another through music. As I walked through
the city, I heard the street performers and the bands practicing for Carnival. Later, I went out at
night to hear musicians play at the restaurants and bars. What I had heard on that trip
produced a keen desire to learn more. I hope that this project inspires other teachers to
introduce their students to Brazilian music.
Why is Brazilian Music so Exciting?
The unique culture of Brazil emerged from three different cultures: the
native Indigenous tribes, the Portuguese, and West African. This produced very unique art,
music, dance, cuisine, and writing. The West Africans emigrated unwillingly, as victims of the
slave trade pioneered by the Portuguese beginning in the 1500s. The Portuguese had begun
exploring the country in the early 16th century, after the explorer Pedro Alverez Cabral landed
in Bahia while in route for the West Indies (Calmon, 2015). While these three cultures were the
main influences, there were German, Hungarian, Italian and other European influences as well.
Kiernan 4
Essential Questions • What gives the Brazilian styles bossa nova and samba their unique sound? • How are the instruments used in Brazil similar to and different from instruments
common in the United States? • How do various cultures blend diverse music together?
Standards Addressed (National Standards for Music Education, 1994):
• Singing, alone and with others, a varied repertoire of music • Performing on instruments, alone and with others, a varied repertoire of music • Reading and notating music • Understanding music in relation to history and culture.
Student Learning Objectives
• Students will understand how culture and community can influence music. • Students will successfully play rhythms characteristic of Brazilian music from notation. • Students will successfully sing two simple Brazilian songs with Portuguese text using
proper vocal technique. Assessment Students will be assessed by teacher observation of mastery of rhythm, pitch, lyrics, and movements. The following are the criteria for assessment: Rubric: Instrumental Performance
4: Student performs entire piece with accurate rhythm and appropriate style. 3: Student performs most of the piece with accurate rhythm and appropriate style. 2: Student performs with inconsistent rhythmic accuracy and style. 1: Student performs with few accurate rhythms and lacks an appropriate sense of style.
Rubric: Vocal Performance
4: Student performs entire piece with proper vocal technique and appropriate style. 3: Student performs most of the piece with proper vocal technique and appropriate style. 2: Student performs with inconsistent proper vocal technique and style. 1: Student performs with very little vocal technique and lacks an appropriate sense of style.
Rubric: Cultural & Historical Knowledge The ten questions on the written assessment will be scored on an A-‐B-‐C-‐D-‐F basis.
Kiernan 5
Prior Knowledge • Students already know how to read and perform rhythms that use whole, half, quarter,
eighth, and sixteenth notes • Students already can sing the major scale with good intonation. • Students have a vocal range of approximately A4-‐E5. • Students have already learned proper vocal technique concerning breathing, and vowel
shapes, and are able to sing on pitch. • Students can already read notes on the treble clef. • Students have had some experience playing Orff and percussion instruments • Students can read and play the notes A, B, and C on the recorder.
Instructional Materials
• Teacher created playlist of various recordings via YouTube and or personal Library.
• Percussion instruments. • Various handouts including song sheets and rhythm sheets. • Supplemental video: John Jacobson’s Music Planet, “Introduction to Brazil.” • Computer • Guitar • Piano
Kiernan 6
The Roots of Brazilian Music
The area now known as Brazil was occupied by indigenous tribes for many centuries
before Europeans entered the region. Lost in his search for a route to the West Indies,
Portuguese explorer Pedro Álvares Cabral sighted land in March of 1500. Brazil was officially
discovered on April 22 when Cabral landed in Bahia, near the future site of Porto Seguro
(Calmon, 2015). Brazil was very rich in natural resources, including diamonds and gold and an
expansive coastline, and quickly became a valuable colony for Portugal.
The Portuguese imported many African slaves to work in the mines. These Africans were
from regions including modern-‐day Angola, Mozambique, Sudan, and Congo. Many died
because of the extreme workload and poor living conditions that perpetuated disease. Some
escaped and joined communities of former slaves, which were later known as favelas. The
favela, or shantytown, gets its name from a native bush that grows in difficult conditions and
provides food for macaws. Once slavery was abolished in 1888, such communities grew
rapidly: “On May 13 1888 The Brazilian Monarchy signed the Golden Law abolishing slavery
after 300 years. This left thousands of former slaves wandering the interior backlands of the
Northeast with neither occupations nor resources” (Perlman 2010, p. 25).
The rich rhythms of the Samba, which became nationally recognized in the 1930s, are
believed to originate in the Afro-‐Brazilian favela, though Herzman holds that “Samba was a
somewhat obscure term that referred to a number of different cultural and musical
manifestations” (Hertzman 2013, p. 11). Tremura, however, describes samba as an African
dance originally named “Sembu” which means “belly button dance” (Tremura, ND). The samba
is the most popular style of music in Brazil and is closely associated with the yearly celebration
Kiernan 7
called Carnival, which is much like “Mardi Gras”, and occurs one week prior to Lent (Tremura,
ND). At first the samba was mainly heard at Carnival, but in the 1930s, it was nationally
recognized and schools to teach the genre were developed (Hertzman, 2013).
In addition to samba, two other styles of music that came from the northern and
southeast regions of Brazil are afoxe´ and bossa nova. Further Brazil has a vibrant folksong
tradition that was long transmitted orally. These songs were sung without instrumentation and
were called cantigas. During slavery, the African slaves would also join in on the cantigas. They
would add rhythms by clapping. These rhythms became an integral part of the song. But not all
Brazilian music has heavy African influence. The music of Santa Catalina, a region that is in the
northeast, was influenced by European rhythm and instrumentation, and soundsreminiscent of
the polka.
Afoxe’ (pronounced ah-‐fo sheh) is an Afro-‐Brazilian genre of music that had originated in
the states of Pernambuco and Bahia. Afoxe´ also goes by the name IJEXA´ (Eee-‐jay-‐
shah). Afoxe´ is rooted in candomble:
This is a religion which came from the beliefs of the Yoyuban people whom the Portuguese brought to Brazil from West Africa to work in the sugarcane mills and mines. The Ijexá is played by the Blocos de Afoxé or Afoxés, associations of people bound to a specific Terreiro de Candomblé, that parades in the streets during Carnival. As they parade down the streets, they dance and sing in the Yoruban language praising the Orisha Oxum (Deity of the lakes and waterfalls) . This is why the Afoxé group is also called Candomblé de Rua (Candomblé of the Streets). Commonly people call the Ijexá rhythm Afoxé”. (The Exchange, 2010).
Kiernan 8
Modern Brazilian Music: A Unique Blend
The styles studied in this unit: the modern samba, afoxe, and bossa nova, are urban
styles from the cities of Bahia and Rio de Janeiro.
As already noted, the music of Brazil is influenced by three different cultures: African,
Portuguese, and European. The harmonies and melodies are from Europe, based on the major
and minor scale with modulation and characteristic rhythms of the polka. Portuguese culture
brought the use of traditional instruments such as the bandolim, bagpipes, and cavauinhos.
The third element in this unique blend is the stimulating rhythms and dance that were brought
from West Africa through the slave trade (Meade 2010).
The Portuguese explorers brought their own diverse musical roots with them. Portugal
and Spain had themselves been occupied by a colonial power. “Their music was a mixture of
European, Middle Eastern, and north African elements. The Portuguese introduced the
European tonal system, the Moorish scales, as well as earlier medieval modes, both folk and
liturgical” (Lamas D. pg 11, 1973). The Portuguese introduced their ballads and lullabies, along
with rhythmically complex dance music. They introduced the violin, the guitar
and cavaquinho (a small guitarlike instrument that is still played today), the flute, the clarinet,
the accordion, the tambourine, and the Jew’s harp, along with other European woodwind and
brass instruments. European classical forms and music theory also influenced Brazilian music
from the beginning of Portuguese settlement. They brought their language. “They introduced
Roman Catholicism with its music, its liturgy, and its calendar of celebrations and holidays
Kiernan 9
(Lamas). The Portuguese also brought their traditional festival known as the entrudo, which in
time developed into arguably the greatest folk festival of all, Carnaval.
As I said in the introduction, I was very intrigued by the sound of Brazilian music.
Whether it was recorded, or a live performance, I was all ears. Having the opportunity to
experience the music firsthand was very important. I have chosen to share samba, afoxe, and
bossa nova styles with my students because they have had the greatest cultural impact
internationally.
The Cantigas are very simple, lovely folk songs from northern Brazil that will allow my
students to continue to cultivate a healthy and expressive vocal technique. The two songs that I
chose, Neustra Rua and Pennziol, are fairly simple. The words are repeated, as are the
melodies. The major challenge will be learning how to pronounce the Portuguese lyrics, rather
than the melody and rhythm, thus giving the students a chance to be successful and enjoy
learning the songs. The simplicity of the songs also give the teacher room for improvisation and
allows students to use the samba and bossa nova rhythms learned in the unit while performing
these pieces.
Kiernan 10
Outline of the Unit Lesson One
• History of Brazil • Musical influences from other countries. • The history of the samba. • Playing a samba rhythm.
Lesson Two:
• Two folk songs from Brazil: Nestra Rua and Penzinho Singing Nuestra Rua -‐a diatonic folksong.
• steady tempo • accurate rhythm
Lesson Three:
• Intro to samba • The instrumentation • History • Composers • How to read and play a samba rhythm • Ensemble performance.
Lesson Four:
• Intro to afoxe. • The instrumentation • History-‐cultural significance. • How to play a samba rhythm. • Ensemble performance.
Lesson Five:
• Intro to bossa nova • The instrumentation • Historical-‐cultural significance. • Performing samba rhythm. • Ensemble performance.
Kiernan 11
Materials In addition to musical materials, this section is full of examples and facts that will be shared with students. Brazilian Geography:
• Part of the South American continent. • The fifth largest country in the world. • It borders Argentina, Uruguay, Bolivia, Paraguay, Columbia, Guyana, Venezuela,
Suriname, Peru, and French Guiana. • The Amazon rainforest make up about half of the world’s rainforests. • Brazil has five different ecosystems.
• The tropical rainforest • The Pantanal (a tropical wetland) • The Cerrado (a tropical savannah) • The Mata Atlantica (the “Atlantic forest”) • the pampas (fertile plains)
Northern region: Bahia
Musical Style: afoxe
Southeast region: Rio de Janeiro
Musical style:
Samba Bossa Nova
Kiernan 12
Pandeiro is a Brazilian musical instrument that originated in Portugal. It is somewhat similar to a tambourine, but more complex. The head of the instrument can be tuned so the player can change from high to low pitches. In addition to the instrument being tunable, it also has cymbals that are cupped and have a dry sound. It looks very similar to the tambourine, but because of these two details, it is very different.
The cavaquinho is a small type of guitar that is similar to the Hawaiian ukulele. It has four wire or gut strings. The influence of this instrument is from Portugal. It is a very important instrument in Brazilian music, especially for samba and choro.
The Bandolim is an eight-‐ string instrument originating in Portugal. It commonly used in Samba and Choro music. It can play the chords or the melody of the song.
Kiernan 13
Lesson 1: Afoxe´ Learning Objectives
• Students will learn about the cultural and historical significance of afoxe´, a style of music and drumming.
• Students will perform, alone and in groups. Students will demonstrate knowledge of instruments used in afoxe´
Materials needed
• Handout explaining the importance and cultural significance of afoxe´. • Book: Inside the Brazilian Rhythm Section. • Percussion instruments • Computer with internet access. • Smart board. • Video: Afoxe rhythm with Michael De Miranda
Procedure Part 1
• Start with Michael De Miranda’s video on playing the afoxe´ rhythm. • Students will sing rhythm using one sound “bing” for high note and “bong” for the low note of
the “go-‐go bell”. • I sing the rhythm and the students echo. • Organize students into groups of 2-‐3 students. • Allow students to try playing the rhythm on their own agogo bells, I will assess and address any
major problems. • I will lead the class and one student will play the rhythm back.
Part 2
• Using the book Inside the Brazilian Rhythm Section, I will show the students an example of a three part arrangement for Afoxe´.
• Part 1 will be played on a beaded gourd. • Part 2 will be played on a Go-‐Go-‐bell. • Part 3 will be played on the Conga or similar instrument. • Start with one group at a time performing measure 1 only. • Allow groups to work together, but without teacher. • Guideline: A group leader calls the tempo. • After each group has successfully played through the measure, bring the entire class together. • Play one measure at a time, repeat with a goal of four times repeated. • After sufficient progress has been made have the entire class perform continuously.
Kiernan 14
Looking like this
\
They come in all different sizes, colors, and have been modernized.
How it is played: You hold the long end of the gourd in one hand and rotate it back and forth while the other hand presses the beads or seeds against the gourd making a scraping sound.
Kiernan 15
A simple rhythm played on just the beaded gourd.
Drummingweb.com
Kiernan 16
Lesson 2: History of Brazil / cultural influences/ performance Learning Objectives
• After video and discussion, students will show an understanding of the history of Brazil through worksheet and voluntary question and answer.
• Students will perform a Brazilian rhythm characteristic of afoxe´. The sample is on the next page. Materials needed
• Video –John Jacobson’s Music Planet featuring Brazil • Computer • Smart board • Handouts • Percussion instruments
Procedure Start with open ended question….. What do we know about Brazil?
wait for answers
• Introduce video from John Jacobson’s music planet: https://www.youtube.com/watch?v=GjXOD72QXaM
• Discuss facts from the video. • In groups of two, students will answer questions on a handout. • Capoeira: The dance of the slaves • On the smart board, there will be a rhythm from Brazil called “afoxe”. (See next page). • Students will first clap the written rhythm for part one. • Students will then clap part two. • With the same partner as before students will place clapping rhythms 1 & 2 together. • Teacher will ask each group to perform the rhythm and then hand out shakers and congas,
bongos, and hand drums to students successfully performing the rhythms simultaneously. • Students will be broken up into two groups: A and B. • Group A will perform their rhythm first. • Then Group B will perform their rhythm. • The each group will alternate playing their rhythm, meaning group A then group B • To ensure consistent tempo and student confidence, the two groups will play at the same time
for one measure. • Groups will then play it for two measures, and gradually build from there. • Lastly the groups will play the afoxe´ rhythm for eight measures, break for one measure, and
start again.
Kiernan 17
Vocabulary Afoxe´, Bahia, capoeira, rhythm, time signature, Brasilia, berimbaus Carnival, Differentiation: The handouts are in bold lettering. The easy rhythm will be given to the students who has difficulty understanding or performing rhythms.
Kiernan 18
Kiernan 19
Name: _____________________________________________________ Date: ______________ Worksheet #1: Intro to Brazil
From John Jacobson’s video we learned some very interesting facts. With your partner, do your best to answer these questions about Brazil.
1. What Language do they speak in Brazil? a. Spanish b. Portuguese c. English
2. What ocean is connected to the coast line of Brazil?
a. Pacific b. Atlantic c. It is landlocked
3. What is the capitol if Brazil?
a. Washington b. Rio de Janeiro c. Brasilia
4. What is the name of the festival that takes place one a year all over Brazil?
a. All Saints Day b. Carnivore c. Carnival
5. What is the National dance of Brazil?
a. Moonwalk b. Lambada c. Samba
6. The Style of music that is called the Samba was brought over by..
a. African Slaves b. Peace Corps. c. Christopher Columbus
7. What three cultures came together to create Brazilian Samba?
(circle three) African Hip hop German European Asian Portugal
Kiernan 20
Lesson 3: Folk songs of Bahia, also known as cantigas
Learning Objectives
• Students will understand the history of the cantiga and its association to what we in the United States call a folk song.
• Students will sing with a healthy vocal technique. • After teacher models pronunciation of the words in Portuguese, students will be able to sing the
lyrics to “Pezinho” in Portuguese with rhythmic and pitch accuracy. • After teacher models pronunciation of the words in Portuguese, students will be able to sing the
lyrics to “Nestra Rua” in Portuguese with rhythmic and pitch accuracy. • Students will review and perform the afoxe´ rhythm from previous unit. • Students will be able to perform both songs with student accompaniment.
Materials:
• YouTube or recordings of both songs performed. • Smart board • Percussion • Guitar
Procedure
• Students will first be introduced to Bahia through a short video • Play a recording of Pezinho for students to listen to while following the words and melody on
the smart board. • Vocal warm-‐ups – stretching, humming, vocalization, scales. • I will play and sing the melody one phrase at a time. • Students will echo each phrase after I play it on “LO”. • When students are able to sing then entire melody on “LO” we will then add the words. • Most students do not speak Portuguese so I will teach the students how pronounce each word. • Turn words into rhythmic phrases using hand signals when appropriate. • Reintroduce the melody of the song with the words. • Once students show a solid understanding of the melody, pronunciation, melodic rhythm we
will then add the afoxe´ rhythm that was learned in the last class. • Students will then perform the song Pezinho with accompaniment of the Afoxe´ rhythm. • The same procedure will be used for the song “Nuestra Rua”.
Brazilian Cantiga
Kiernan 21
Pezinho Little foot (English translation) Ai bota aqui Ai bota aqui Ah, put your little foot here Ai boto aqui o sue pezinho Ah, put your little foor here Sue pezinho bem juntido your little foot your little foot Com o mue right next to mine (bis) (repeat) E depois nao vai dizer so that later you not say Que voce se arrependeu that you regretted it (bis) (repeat)
— IKComposer.Mus.Br. (n.d.). Retrieved September 23, 2015.
Kiernan 22
Nesta Rua If only this street were mine (English translation)
Nesta rua nesta rua tem um bosque On this street on this street there is a little forest Que se chama que se chama solidao and it’s called it’s called lonliness Dentro dele dentro delemora um anjo in this forest in this forest the lives an angel Que roubou, que roubou meu coracao who has stolen who has stolen my heart Se eu roubei, se eu roubei, teu coracao If I have stolen, if I have stolen your heart E porque tu roubastes o meu tambem It’s because you have also stolen mine Se eu roubei se eu roubei teu coracao If I have stolen if I have stolen your heart E porque eu te quero tanto bem It’s because I love you to much Se esta rua rua tem um bosque If this street, if this street were mine Eu mandava, eu mandava ladrilbar I would have it all paved Com pedrenhas com pdrinhas de brilbante And have it covered in tiny precious stones Para o meu para o meu amor passer So my love, so my angel could walk on it with me
Kiernan 23
— IKComposer.Mus.Br. (n.d.). Retrieved September 23, 2015.
Kiernan 24
Lesson 4: Samba
Learning Objectives • Students will demonstrate understanding of samba through movement. • Students will show an understanding of music notation. • Students will play in small groups and in large ensembles.
• Materials needed • Computer • Smart board • John Jacobson’s Music Planet: Brazil. • Percussion instruments. • Handouts.
Activity: samba dance
• Students will watch a short video on the history of Brazil’s Carnival and Samba dancing. • Video https://www.youtube.com/watch?v=PwBhy6wBZDs • Imitating the Jacobson video, teacher and students will stand in position. • Take the students through each of the steps of the dance presented in the video. • Break the dance the dance to two different steps at a time. • Then move it up to four of the sequenced dance moves. • With just a drum beating the quarter note, dance the samba. • Using the video of the song,
https://www.youtube.com/watch?v=B3nAXARhMLg&list=PL3DC80305C3E9A529, Students will dance the samba.
Activity: playing Samba rhythms
• Teacher will start with a rhythmic based echo singing class activity. the rhythms must be from the examples on page 18 of “Inside the Brazilian Rhythm Section” .
• Review pulse, teacher will ask the students “does the pulse feel like common time meter or triple meter”?
• Play the percussion track (track 2) on the CD “Inside the Brazilian Rhythm Section” for students. • Teacher will guide students through reading the written example from page 18 using a smart
board. • Teacher will separate class into three groups. • Then give each group one line to learn. • Instruct students to vocalize the line first. • Next is clapping. • Finally student will get be given percussion instruments, Line 1 shakers, line 2 cowbells,
tambourines, rhythm sticks, and lines 3 will use African drums. • Have the groups play one measure together, then two measures. • When mastered, rotate groups.
Kiernan 25
Vocabulary:
Samba, A section, B section, pandeiro, Surdo, berimbaus Below is more information for the students, plus an example of a Samba arrangement.
Samba ”The word Samba appears to have come from Angola, where the Kimbundu word Semba refers to the Umbigada “invitation to dance” (McGowen & Pessanha 2009, p. 22). Samba is a dance and a rhythm that originated in Bahia and emigrated to Rio De Janeiro through freed slaves. Music and dance was passed on by rote and not written down. There are many Samba schools in Brazil and when it’s time, which is once a year, Samba is celebrated in throughout Brazil during Carnival, which is a six day celebration with parades, music, and lots of dancing.
— www.littledrum.com
Kiernan 26
Lesson 5: Samba /recorder lesson
Learning Objectives
• Students will learn about the cultural influence of the samba • Students will show understanding or tempo through movement. • Students will play in ensembles and solo.
Materials needed • John Jacobson’s Music Planet Brazil. • Handout explaining the importance and cultural significance of Samba • Book: Inside the Brazilian Rhythm Section. • Percussion instruments • Computer with internet access. • Smart board. • “Samba in the BAG” Jim Solomon –“Hot jams for the recorder”. • Bells/xylophones
Procedure Part 1 -‐movement
• Start with video of how to dance the Samba. • Slowly go over the dance moves. • Have students dance the samba to Sergio Mendez’ “Mas Que Nada”
Part 2 –playing
• Song – “Samba in the BAG” • Start with the rhythm parts. • Organize the class into small groups. • Each group will have a different part of the arranged rhythm. • Assess the students while they work on their own. • Bring the group together to perform the rhythmic part of the piece. • Melody on bell and recorders.-‐the melody contains only three notes A, B, C. • Organize the class into small groups and assess while they continue to work on the melody. • Bring the class together to play the melody, starting with one measure at a time. • Work until the entire piece is done. • Break the class into two groups’ melody and rhythmic accompaniment. • Start with rhythm then melody. • Conduct the class to play entire piece.
Kiernan 27
Kiernan 28
Lesson 6: Bossa Nova
Learning Objectives:
• Using a Venn diagram, students will demonstrate the difference and similarities between bossa nova and samba.
Materials needed
• Computer • Recordings
Procedure for the Venn diagram
• Introduce the bossa nova by tapping on the chest to mimic the heartbeat. • Ask the students to do the same. • Ask the students if they can tap the steady beat with their feet or other hand while continuously
tapping the bossa rhythm on their chest. • Explain briefly where the bossa nova came from and how it gained its popularity. • Listen to a recording of Antonio Jobim performing “The Girl from Impanema”. • Ask students what they remember about the samba and how does it differ and how is it the
similar to the bossa nova. • Now using two examples one being Jobim’s “Girl from Impenema” and Sergio Mendez’s “Mas
que Nada” teacher will guide the students through an exercise noting the similarities and differences of the two styles. This will be student driven and teacher guided.
• In groups students will create a Venn diagram that shows the differences and similarities.
Kiernan 29
Student handout
Bossa nova is a genre of Brazilian music, which developed and was popularized in the 1950s and '60s. In the United States, many TV shows in that time period featured bossa nova background music. Bossa Nova translated means “new trend”. While samba has very little in the sense of harmonic motion, bossa nova has many chord changes and usually an AABA form. The drum beat for the bossa nova:
Online drummer.com
The bass drum rhythm is similar to a heartbeat. Check your pulse. Is it similar to the rhythm on the bottom line?
Do you Bossa Nova?
Kiernan 30
Supplementary Media Resources for Teachers:
Presentations about music, dance, food, and life
Girl from Impanema Tom Jobim
Mas que Nada –Sergio Mendez Recorded in 1967
Mas que Nada-‐Sergio Mendez recorded in 2010
Meu Nome É Gal Gal Costa
Magalenha Sergio Mendes
Kiernan 31
Quilombo Axe
Afoxe Oya Alaxe
Bachianas Brasilieras Orchestration
Hector Villa Lobos, prelude 11 for guitar
Kiernan 32
References
Béhague, Gerard H. "Latin American Music, C. 1920—c. 1980." The Cambridge History of Latin America: 307-‐64. Print.
Brown, N. (2013, September 1). OnlineDrummer.com. Retrieved November 1, 2015.
Calmon, Pedro. "Pedro Alvares Cabral." Encyclopedia Britannica Online. Encyclopedia Britannica, 27 Apr. 2015. Web. 03 Aug. 2015. <http://www.britannica.com/biography/Pedro-‐Alvares-‐Cabral.
Drummingweb.com (n.d.). Retrieved August 7, 2015. Faria, N., & Korman, C. (2001). Inside the Brazilian rhythm section: Book & CD: For piano, guitar, bass and drums: The first book that enables each individual instrument to play and interact with a master Brazilian rhythm section. Petaluma, CA: Sher Music.
Hertzman, M. (2013). Making samba: A new history of race and music in Brazil. Durham: Duke University Press. Howie, T. (1996, September 1). Tomás Howie Drumming Web -‐ Home. Retrieved November 2, 2015. IKComposer.Mus.Br. (n.d.). Retrieved November 1, 2015. Lamas, Dulce Martins. "Folk Music and Popular Music in Brazil." Journal of the International Folk Music Council 7 (1955): 27. Print. littledrum.com (n.d.). Retrieved August 10, 2015. McGowan, Chris, and Ricardo Pessanha. The Brazilian Sound: Samba, Bossa Nova, and the Popular Music of Brazil. Rev. and Expanded ed. Philadelphia: Temple UP, 2009. Print.
Meade, T. (1978). The Transition to Capitalism in Brazil: Notes on a Third Road. Latin American Perspectives, 26. Murphy, J. (2006). Music in Brazil: Experiencing music, expressing culture. New York: Oxford University Press. Perlman, J. (2012). Favela: Four Decades of Living on the Edge in Rio de Janeiro. Oxford University Press. 2010. 448.
Kiernan 33
Tremura, Welson. "African Influence in Brazilian Music: Samba." African Influence in Brazilian Music: Samba. Acedemia Edu. Web. 6 Oct. 2015. No date provided
Walsh, Lindsey. "Brazil Is Samba." (2010): ." Encyclopedia Britannica Online. Encyclopedia Britannica n. pag. Web. 15 Apr. 2015.Britannica, 22 Oct. 2014. Web.
